Dearington Elementary School for Innovation

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• Dearington Elementary School for Innovation
• Presents

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• Dearington Elementary School--a fully accredited
  school!

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• Introduction

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• Optimizing developmental outcomes during critical
  early years through Elementary Foreign Language

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• Activity...

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• This activity was designed to reinforce the
  following SOLs

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• Math S.O.L.s
• K.1identifying more, fewer, or the same
• K.2 Counting numbers orally

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• Math S.O.L.s
• K.3 Identifying Ordinal numbers 1st - 3rd
• K.5 Count forward to thirty and backward from 10.

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• Math S.O.L.s
• K.6 Adding and subtracting whole numbers up to
  ten.
• K.7 Count forward to thirty and backward from 10.

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• Math S.O.L.s
• K.14 Counting and Tallying
• K.15 Using Graphs

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• English S.O.L.s
• K.1 Using oral language
• K.2 Listening and Speaking vocabularies

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• English S.O.L.s
• K.3 Using rules for oral language
• K.4 Manipulating Phonemes

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• The purpose of this program is to help
• children learn.

ALL
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• One in three American children enter
  kindergarten without the basic skills, let alone
  the habits and attitudes that are so crucial to
  academic success.
• Miller, 1998

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• 1/3
• of school children enter school already playing
  catch-up

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The Bell Curve
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These children are important too!

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• Why this program works...

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• We believe
• With very few exceptions, all children can
  learn basic skills when given enough time and
  opportunity.

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TIME
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• Teaching children the basics in two languages
  reinforces the skills in both languages. In
  doing so, it allows the students twice as much
  time and opportunity to master critical concepts.
  

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• The program is designed to do the following

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• Align the foreign-language curriculum with
  English instruction

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• When foreign language instruction is correlated
  with the curriculum, the essentials are taught
  over and over again.
• The more children are exposed to the ideas, the
  more easily they learn them.

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• Coordinate with the Virginia Standards of
  Learning

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• Strengthen reading foundations

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• Increase Math awareness and skills

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• Learning comes as a by-product of doing
  something enjoyable and without threat.

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• How does this program help at-risk children?

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• 1. At-risk children often have not learned
  analytical skills and function primarily in
  holistic, creative ways.

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• 2. The majority of children, especially at-risk
  kids, are kinesthetic learners.

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• 3. Children who come from unstable environments
  need activities that build confidence, provide
  enjoyable experiences, and allow for a stable,
  non-threatening atmosphere.

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• It is essential that educators employ
  techniques that help these young children learn
  in ways that they understand.

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• Children may be using mainly one side of their
  brain and havent learned to use both sides
  efficiently.

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• Once understanding is achieved, information
  can shift to a more sequential style of learning.

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Brain Structure

• Sequential
• Systematic,
• logical
• symbolic
• Language,
• mathematics,
• abstraction
• reasoning
• Memory stored in language format.

• Holistic
• Visual spatial
• Holistic functions such as dancing gymnastics
  
• Memory is stored in auditory, visual spatial
  modalities.

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Brain Structure
Holistic processing multi-sensory input
simultaneously to provide "holistic" picture of
one's environment. Visual spatial skills.
Sequential systematic, logical and Symbolic
information language, mathematics, abstraction
and reasoning. Memory stored in a language
format.
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Brain Structure

• The right side of the brain controls muscles on
  the left side of the body and the left side of
  the brain controls muscles on the right side of
  the body. Also, in general, sensory information
  from the left side of the body crosses over to
  the right side of the brain and information from
  the right side of the body crosses over to the
  left side of the brain.

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Brain Structure

• In 95 of right-handers, the left side of the
  brain is dominant for language. Even in 60-70 of
  left-handers, the left side of brain is used for
  language. Back in the 1860s and 1870s, two
  neurologists (Paul Broca and Karl Wernicke)
  observed that people who had damage to a
  particular area on the left side of the brain had
  speech and language problems. People with damage
  to these areas on the right side usually did not
  have any language problems. The two language
  areas of the brain that are important for
  language now bear their names Broca's area and
  Wernicke's area.

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Why does this program work?

• It builds confidence. Children feel secure and
  confident learning something even their parents
  or teachers may not know.

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Why does this program work?

• Children learn in a foreign language differently
  than in their native language. Some at-risk
  children actually learn better in Spanish.

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Why does this program work?

• The program is non-threatening. The language is
  taught in a way that none are afraid to
  participate. Children choose when they are ready
  to speak on their own.

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Why does this program work?

• Success for All!
• Leave No Child Behind

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Questions???

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